A conceptual framework of learning on which domain-specific, individualized, theories of learning can be constructed.

Central Premise

The central premise of this work is that there does not now exist, nor will there ever exist, any single theory of learning sufficiently broad to apply to all learning situations and yet specific enough to be effective. However, there does exist a relatively small set of principles, fundamental and universally applicable in their nature, upon which all learning is predicated. Set in the broader context of a conceptual framework of learning these principles serve as a foundation upon which domain-specific, individualized theories of learning might be constructed.

"For Gagne, learning occurs when an individual acquires a particular capability to do something."

"The capability that one acquires when learning verbal information (e.g., a spouse's birthday) is stating the information. On the other hand, the capability that one acquires in learning an attitude is choosing to act in one way or another...When a person has learned a concept, which is one type of intellectual skill, the person has the capability to correctly identify or classify any previously unencountered example of the concept...When a motor skill has been acquired, the capability is being able to execute properly and smoothly all the subskills in a correct sequence...a person who has the capability to originate a novel solution to a problem or who is able to devise a personal system for remembering information or attending to a task is showing that he or she has learned a cognitive strategy.